Kansas City, MO – February 1, 2010 – Barefoot Ministries, a company of the Nazarene Publishing House, acquired The Journal of Student Ministries, a magazine for faith-based youth workers, from Student Ministry Partners of Nashville, TN.

Chris Folmsbee, senior manager of Barefoot Ministries, states, “We are extremely excited to add another initiative to our growing collection of innovative tools and resources aimed at helping youth workers guide students into spiritual formation for the mission of God.  The acquisition of The Journal of Student Ministries will better help us serve the church by providing robust theological ideas and realistic methodological practices to work alongside all of our other youth worker training and publishing initiatives.”

For nearly a decade, Barefoot Ministries has served hundreds of churches, a variety of denominational affiliates and ministry organizations throughout North America by providing books, magazines, media, training events, curriculum and web-based ministry solutions. 

Smitty Wheeler, president of Faith-Based Media Group and the former executive director of the Journal of Student Ministries, noted, “This past summer we made the decision that The Journal of Student Ministries needed to team up with a larger ministry partner that not only shared our vision of empowering and equipping youth leaders but had the experience and expertise to take us to the next level. We are excited that Barefoot Ministries shares our vision, and all of us associated with The Journal of Student Ministries believe that Barefoot is the perfect fit in helping us better serve our readers’ needs and in ultimately growing the kingdom.”

Faith-Based Media Group will continue to coordinate the advertising sales efforts, and Managing Editor Tim Baker will remain in his current role of coordinating the content and serving the journal’s authors.  Mike King, president of Youthfront, Inc., a Kansas City-based non-for-profit youth ministry organization, and author of the acclaimed Presence-Centered Youth Ministry (Intervarsity, 2006), will be the new executive editor of The Journal of Student Ministries, which will now be called Immerse: A Journal of Faith, Life and Youth Ministry.  King stated, “I’m really excited about working alongside Chris Folmsbee and the Barefoot Ministries team to explore new and fresh expressions for training, equipping and resourcing youth workers for the changing landscape of North American youth ministry theology, philosophy and practice.”

“We realize that the success of a print magazine or journal in today’s shifting economic and cultural times is a challenge, to say the least.  However, we feel confident that an innovative format to both the print side and to the website, coupled with a fresh voice calling youth workers toward missional thought and practice, will help us emerge as a journal that youth workers feel the absolute need to engage with and contribute to,” says Folmsbee.

For advertising information, contact Smitty Wheeler of Faith-Based Media at smitty@faithbasedmediagroup.com or by calling 615-261-8048.  For more information on Barefoot’s acquisition of The Journal of Student Ministries, contact Audra Marvin, operations coordinator, at acmarvin@barefootministries.com or by calling 1-866-355-9933. 

I don't think I am an alarmist.  The word 'departing' in the title of this post may appear that I am but to me, the word 'vanishing' was too excessive.  Another word that came to mind was 'deserting' and that just didn't seem fair.
 
At any rate, today I got news via a friend's email that a mutual friend of ours was departing youth ministry to plant a church in NYC.  Normally I wouldn't think twice about the news as change in our lives is inevitable and youth ministers are departing their roles as spiritual guides to emerging adults everyday.  However, this bit of news came in a long line of reports and personal conversations with youth workers who are leaving their vocation.

I'm curious... does anyone else see a greater number of youth ministers than what feels ordinary leaving their role in exchange for something other that youth work?

I've been thinking a bunch lately about how we help our students best understand the Church and its work in the mission of God.  I have received several recent emails in which youth workers have expressed a deep concern for their students understanding of the church. 

Can the students in your youth ministry describe the nature of the Church?  Do your students recognize the role of the Church in the mission of God?  Are your students able to identify with the biblical metaphors of the Church?  All of these questions are born out of the concerns that I have heard youth workers repeatedly expressing. As we are all aware there has been a great deal of dialogue surrounding the data concluding that students are 'leaving the church' upon the completion of high school with no plans to return.  I've heard many reasons as to the cause of this great challenge we face ranging from the increased level of apathy of students (which I don't think is in anyway the primary reason) to the abandonment of today's youth by both culture and the Church to a myriad of other suggested causes that are in some way connected to the inability and desire for local churches to embrace change and new practices. 

I'm not an expert on the issue of what is so often thought of as the most daunting challenge facing the church today -- that being the mass exit of emerging adults.  For all I know there may be dozens of causes that have led to this challenge.  So I don't proclaim my absolute conclusions.  I do, however, have a hunch.  My hunch is that many of our students, as a result of not knowing the Bible's story, haven't been guided toward an understanding of the work of the church in the mission of God and therefore have no framework for or devotion to the church and its nature and work. 

What is your hunch as to the cause of such a challenge?  Maybe you have more than a hunch; you have a conclusion?  If so, what have you concluded and what might the church do differently to cultivate a passion for the church among emerging adults?

Perhaps a great starting point for our students is to help them see the Church as a people who are about conversion, community and conformity.
 
> By conversion I mean that the Church is to be a people concerned about evangelism, hospitality, generosity, liberation and formation.

> By community I mean that the Church is to be a people concerned about providing a sense of belonging, responsibility, inspiration, sharing, diversity and inclusivity.

> By conformity I mean that the Church is to be a people concerned about their desire to form spiritually.  That is, a community that is consistently seeking to arrange its personal and communal lives around the mission of God, the person and work of Jesus, submission to the gifts and roles of the Holy Spirit in order t become a people full of grace and dedicated to the healing of all people through salvation and justice.
 
What else might we consider as part of the framework to help students best understand the nature and work of the Church?  As far as you are concerned, do you feel like the Church is doing a good job helping emerging adults understand the Church?  How might the Church improve in its efforts?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

Sometimes I wonder how I ever even made it as a youth minister through my emerging adulthood years (think: Dr. Jeffrey Arnett and his book, Emerging Adulthood: The Winding Road From Late Teens Through The Twenties).  The first position I held as a "solo" youth minister I was only 22 years old.  Those years were largely a time that I would characterize my life's experiences as experimental and transitory and my inner life as self-absorbed, unbalanced and stuck. 

Disclaimer:  I am not generalizing about a stage of life here; I am telling you who I was and at times, still am.  
I took a call today from a youth minister in the Midwest who sounded a whole lot like I did when I was his age (25) and in my first few years of youth ministry; energetic, idealistic, optimistic, self-assured, and fearless.  The conversation was frightening in the sense that it took me back to mistakes I had made over a decade ago, words I had spoken in absolute certainty that I wish I could take back and statements I made to myself like, "I can handle this" or "I don't need any help". 

The difference between the youth minister I spoke to today and me at his age is this; he knows enough to long for and look for a mentor, I thought I could do it all on my own.  The problem this minister is having is that he can't find one--maybe he isn't looking that hard or looking in the wrong places.  I don't think that is the issue however, as today's conversation was one of a dozen or so I have had over the last year.

I certainly don't have anything against a 25 year old being a youth minister and being called on to guide the spiritual formation of a dozen or sometimes ten dozen teenagers.  Much of my life is spent training and equipping 25-year olds.  What I do have a problem with, however, is what I perceive as the outright neglect of older more mature men and women to mentor the emerging adults. 

Am I the only one who sees a huge gap between the expectations we place on the lives of emerging adults to lead our youth ministry's and the mentoring those ministers are getting?  Is it that youth ministers don't want to be mentored?  Is it that others (church boards, pastors, etc.) won't take seriously the role of mentoring?

I had and currently have wonderful mentors in my life.  I must say that the mentors who have taken their role with me seriously have undoubtedly changed and continue to change the way that I live, pray, work, play, etc.  I continue to wonder if much of what concerns us about youth ministry today isn't at the very least reduced by commitments to mentoring.  What would youth ministry be like if the churches who hired emerging adults to lead their youth ministry's were as passionate about mentoring the minister as they were about the minister mentoring the students?
 
Maybe I am trying to tackle an issue that really isn't all that noticeable to anyone but me, that is possible.  I'd love to hear from all of you on this, however, I'd especially love to hear from some of you who are youth ministers and would be classified as an emerging adult (late teens through the twenties).  What do you think?  Do you think a mentor might help you be a better youth minister?  Do you already have a mentor?  If so, is it working?  Why or Why not?  Are you looking for a mentor and can't find one?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

My predecessor at Barefoot left a pile of book proposals on my desk and today I picked up a small stack of them during a slower moment in the day and began to skim them.
At first glance at, two things surprised me about the proposals.  First, the proposals were eerily similar in their content.  All of them (probably 6 or so) were about helping students more fully understand the story of God.  Of course each of the proposals were different in their approach to help students in that way, but they were all far too analogous.  Second, each hopeful author listed as the top reason as the primary need for his or her product on the market as this; students don't know the stories of the Bible.

Is this true in your ministry context - are students ignorant when it comes to the stories in the Bible?  Are we in need of more curriculum, etc. that helps students more fully understand the story of God?  What is the cause of this reality (actual of perceived)?

Over the last few years I've deeply engaged in a learning model most commonly referred to as applied or experiential learning.  The applied learning model (think: David Kolb) has been around quite a while and it has taken on a variety of different forms.  Probably one of the most simplistic ways to describe applied learning is "hands-on" or "practicable" learning.  Of course, applied learning is about so much more than just hands-on experiences but at its core it is about creating moments for students to link theory and practice or thinking and doing.

I mention applied learning because I think that so much of the reason behind a statement like, '...students don't know the stories of the Bible" has less to do about the students and more to do with the way youth workers attempt to educate them.  Perhaps it is better said, "Youth workers are not helping students to learn the stories of the Bible."  

In what ways are you helping students to know the stories of the Bible?  Is it the way you are choosing to educate or are the students in your ministry just not getting it?  Or are you content with how the students in your ministry are leaning into and living out the story of God?

Among other characteristics, applied learning is about:
•    Ongoing assessment of the subject matter and the environment in which the matter is passed on
•    Beginning with the learners in mind, rather than the educators
•    Facilitating opportunities for guided reflection that leads to the ongoing ability to link ideas with practices
•    Facilitating dialogical opportunities that lead to shared or communal learning
•    A holistic approach that integrates the subject matter with the daily life of students
•    Embracing of a variety of methods that encourage and value different types of learning styles

I'm really curious to know... Do you value applied learning?  Are you implementing applied learning methods in your youth ministry?  If so, which methods and if not, why not?  Do you think that there is any connection between students not knowing the stories of the Bible and the way we educate them? Or is it as simple as just not teaching them the most helpful subject matter?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

I spent this past weekend in San Antonio, TX with some new friends at St. Luke's Episcopal Church and a few other churches within the Diocese of West Texas.  I led several conversations for a couple dozens students around mission, community and identity formation - some of the very things we've recently been discussing on this blog. 

Each of the conversations were punctuated with experiential learning environments consisting of such activities as sharing food and conversation with the homeless, collecting food for a local help pantry, participating in the Eucharist, intentional conversations in which to discuss the experiences, numerous forms of art expressions and so on.

I've come away from the experience feeling very inspired and encouraged.  Possibly the most inspiring element to the weekend was the relational composition I noticed between the various groups of students. I've spoken to and trained many students at various gatherings throughout North America over the last decade or so and never have I more clearly witnessed a sense of true community and cooperative learning than while at St. Luke's. 

The mutual trust and respect, acceptance, care, gentle honesty, admiration for one another and the overall sense of missional cooperation that the students shared shone brilliantly through a long day of serving others all the while practicing the discipline of fasting.  This, along with a creatively designed schedule and a terrific bunch of committed students and volunteers, led to a day of sudden wonder!  [BTW- For those of you who have been recently astonished by what you have seen God do in the lives of the students within your group, I'd love to hear your story!]

This recent experience has led me to think deeply again about how I attempt to equip youth workers to create environments for transformational youth ministry.  Realizing that we can't explore all of the elements of a transformative environment on a blog post I limit myself today to helping us think through three primary elements of the transformative environments we shape for our students.
 
The three elements for this conversation are time, space and matter.  Perhaps you have heard others express what they mean by these three environmental elements, as they are certainly not uncommon.  However, for training and equipping purposes, I choose to define these three elements as follows:

Time - not just minutes and hours (chronos time that is quantitative) but an undetermined period of time or an intentional pacing that cultivates a non-anxious, peace-filled, calm and reflective environment in which something unpredictable can occur (karios time that is qualitative).

Space - not a buffer zone but a sacred, ascetically intriguing and astonishing physical and or mental 'room' in which to contemplate and consider the wonder, beauty and creativity of God's narrative and mission.

Matter - not solely the theme or the name/purpose of an event but the cooperating substance or content that evokes the imagination, imparts for a recreated life and inspires toward transformation.

Creating environments of transformation is some of what we are called to do as youth ministers and educators.  Along with the work of the Holy Spirit and the enduring activity of God, we seek to establish an influential set of conditions that provide a framework in which to help our students more deeply experience God.
 
What other factors besides time, space and matter are important for a healthy, effective and transformative environment?  How might you define the elements of time, space and matter differently than how I have defined them?  What are the 'set of conditions' in your particular ministry context that provide for an experiential framework purposed for spiritual discovery and growth?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

It wasn't until I was nearly half a dozen years into vocational youth ministry that I began to discover that I couldn't will a sense of community.  As hard as I worked to create an environment of invitation, generosity, hope, love, hospitality, honesty, shared learning, etc., I discovered that community isn't developed out of a specific strategy or a series of methods regardless of how diligent I was in trying.  I grew to learn that authentic community was born out of a collective spirit of unity that is largely born out of sensitivity to and a commitment toward a spirituality driven by numerous virtues, none more important than simplicity and purity.  Obviously there are many more virtues that help our students experience what it means to be a true community. 

Has anyone else ever tried to just will community?  What other virtues might lead to a sense of community?  What do our students need from us as their examples and guides to bring about a sense of genuine community?  And by genuine community I don't merely mean fellowship, I mean a community of people who, together (inclusive of fellowship), act as the body of Christ, the physical presence of Jesus living out the mission of God.  
It might be said that a collective spirit of unity can be created when a community of students and adults, seeking to live by virtues such as simplicity and purity, find an interior peace with God, self, others and the world.  This interior peace works to prohibit partiality from raising its ugly head thus keeping favoritism, prejudices, selfishness, etc. from eroding a sense of wholeness within our youth ministries.   I contend that true interior peace can only come through a student's trusting relationship with Jesus.  It is through this relationship with Jesus that students in our ministries learn to live and love in the way of Jesus; extending an exterior peace meant to be shared with the others and in doing so participate in God's mission to restore the world to its intended wholeness. [Note: All the more important to give our attention to the evangelism of emerging generations.  See last weeks post on Youth Ministry and Evangelism HERE]. 

In what ways does being a healthy community help our evangelism efforts to students?  Is my contention correct?  Does true peace only come from the freedom found in a relationship with Jesus?
 
Living the virtue of simplicity regulates the intentions of the soul.  Living the virtue of purity regulates the intentions of the heart.  Thomas A' Kempis tell us in his enduring work, The Imitation of Christ that. "Simplicity looks to find God and purity finds God and savors Him."  In other words, the beauty of simplicity keeps us grounded; it provides the means for us to evaluate our purpose and goals in life helping us to keep our focus and priorities on the mission of God.  At the same time, the virtue of purity allows us to draw increasingly closer to God as we live in the interior peace we have found with God through Jesus.  As we allow simplicity and purity to regulate our lives, we can't help but think of others.

Helping our students develop practices such as doing the will of another rather than our own, sharing all of our material goods with others, seeking the lowliest places in the community as opposed to the most recognized places and the constant praying of God's will be done on earth as it is in heaven all help to move our communities toward the good and pleasant whiff of unity (think: Psalm 133) that ultimately shapes a community.

Personally, I have found that when my interior life is peace-filled, my exterior life is filled with experiences of extending the invitation of a life with Jesus to all those I come into contact with - stranger, family, friend and so on.  I'd love to figure out the best ways in which to help our students find ways to belong to a genuine community and work to extend that sense of community to all that they come into contact with. So what kinds of practical things are you doing to help your student's understand and experience community?  In what ways can we better help our students experience community now and into the future?  In what ways do our churches play a part in the development of healthy community within our youth ministries?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

Over the last couple of weeks I have been in some terrific conversations about youth ministry and evangelism.  One youth worker from a church in Toronto asked me, "Where did evangelism go?  It seems as though evangelism is way less important as it was 10 years ago when I began working with teens and their families."  I responded by asking this youth worker, "Is it less important to you?"  "No!" He shouted back.  He continued by saying, "It isn't less important, I just don't know how to do it these days!  Students are just so different." 

Personally, I don't think that youth ministry has forgotten about evangelism or that it is less important.  I do, however, wonder what it will take for us to feel like we know 'how to do it these days'.  Maybe I am wrong.  Has evangelism become less important in youth ministry?  Or are our traditional methods no longer effective so we, therefore, await a more effective approach?  What might a more effective series of approaches look like? I have observed, from my limited vista, that youth ministry in North America has been making wonderful shifts.  I especially have enjoyed observing and participating in the shift from what is often labeled an attractional approach to what is commonly referred to as a missional approach.  Specifically, I have noticed that within this missional approach we have allowed our view of evangelism to be as much about embodiment as it is about proclamation.  This is good.  But, just like proclamation without embodiment is incomplete, so embodiment without proclamation is incomplete. Perhaps this is what my youth worker friend in Toronto meant by evangelism being of less importance.

I can't quite wrap my arms all the way around the issues related to new perspectives on evangelism and that frustrates me.  However, I have come to personally conclude that the articulation of the gospel story today must be related to people's lives -- it cannot be just a rational argument.  The gospel story must be holistic in the sense that 1) it isn't merely about the accumulation of knowledge and 2) it doesn't separate the soul from body (and ultimately a Kingdom society).  To effectively and faithfully articulate the gospel story today it seems important to proclaim and embody it in a community that exists as a hermeneutic of the gospel. Too often the end is to make converts, not invite students into a community of disciples interested in the ongoing work of God's transformation.

To this end, we have to also articulate how our students' stories connect with the story of God. Evangelism includes helping students see themselves in light of the imago Dei, helping them discover their identity and calling. In what ways can we more deeply connect our students' stories to the imago Dei?  What do we need to start doing, stop doing or do differently in youth ministry to guide a generation to articulate the gospel story in both action and word?  How do we train and equip our students to articulate the gospel story?

By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/

The more I thought about the conversations surrounding last weeks post on re-thinking mission in youth ministry, the more I thought about the need for youth workers to also be re-thinking the idea of narrative in youth ministry. 

I am hearing a wonderful amount of chatter around 'story' and the art of storytelling in youth ministry.  What I am thinking more about these days, however, isn't our ability to craft good stories and tell them well.  What I have been absorbed by lately is what is commonly referred to by some as narrative intelligence, which is the ability and capacity to think in story.  
Thinking in story is critical for a meaningful connection between a person's story, the story of a particular community and God's story. So the question lingering in my mind and heart is, how do we help our students raise their narrative intelligence?  In other words, how do we help the students in our faith communities engage more deeply in the enduring, unfolding narrative of God?
Tantamount to the mission of God we thought about last week is the narrative of God for it is out of God's narrative that mission is first and most deeply understood and acted out.  It is out of mission that we might interact with our worlds -- not just with logic, reason and information but also with meaning.  The ability to think in story furnishes our students' lives with the ability to generate context and meaning from the stories of Scripture, their experience, reason, culture, etc.  How do we help our students generate context and meaning from the mission of God to help them live more closely aligned to the intended ways of God?

Last week when I mentioned that youth ministry might be "on hold" what I was referring to was that our commitment to think theologically, organize philosophically and act practically about mission was in need of renovation.  The more I think about it, the only way we can truly renovate our commitment to being missional in and to our communities is to go back to the source, God's narrative, to find our purpose for youth ministry.  That purpose (derived from our mission which is derived from God's narrative) of youth ministry is to participate in God's restoration of the world toward its intended wholeness. 

Youth ministry has to get unstuck and work its way toward extending the missio Dei through a creed of:
evangelism (where the message of the mission is proclaimed and performed),
contextualization (where the message of the mission is made more accessible culturally sensitive)
liberation (where the message of the mission sets students free from the hesitations and hindrances that keep them from their belief in a loving God) and
impartation (where the message of the mission is about the converting of culture from hearers of the story to storytellers). 

Ultimately, this helps students think in story, raising their narrative intelligence.

I'm certain that youth ministry (through mission yielded people like you and me and a globe full of others) can make its way toward a place as described above, but how?  In what ways might we more deeply commit to a narrative-missional approach to youth ministry?  What is it going to take to realize this commitment?  What is keeping youth ministry from this commitment?  Why is it so much easier to be committed to attractional, social or externally focused approaches?

I'd love to know what you think.

 By Chris Folmsbee
originally appeared at http://blog.beliefnet.com/jesuscreed/